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Page 1: Ouldi Flyer

OULDI people

OU Learning Design

Initiative (OULDI)

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• Professor Gráinne Conole (Project

Leader)

• Dr Simon Cross (Project Manager,

visualisation, surveys)

• Rebecca Galley (Project Officer, events,

workshops, evaluation)

• Paul Mundin (Project Officer, curriculum

mapping)

• Dr Juliette Culver (Lead Cloudworks

developer)

• Andrew Brasher (CompendiumLD

developer)

• Dr Paul Clark (Project Consultant,

visualisation)

• Dr Nick Freear (Cloudworks developer,

internationalisation, accessibility)

Recent publications Conole, G. (2009), ‘Capturing and representing practice’,

in A. Tait, M. Vidal, U. Bernath and A. Szucs (eds),

Distance and E-learning in Transition: Learning

Innovation, Technology and Social Challenges, John Wiley

and Sons: London.

Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and

White, J. (2008), Visualising learning design to foster and

support good practice and creativity, Educational Media

International, Volume 54, Issue 3, 177-194.

Conole, G. and Culver, J. (in press), The design of

Cloudworks: applying social networking practice to foster

the exchange of learning and teaching ideas and designs,

Computers and Education, Available online: http://

www.sciencedirect.com/

Conole, G., Culver, J. (2009) Cloudworks: Social

networking for learning design, Australian Journal of

Educational Technology, Volume 25, Issue 5, 763-782.

Further information about the initiative

Website: http://ouldi.open.ac.uk

Gráinne Conole (Project Leader)

Blog: http://e4innovation.com

Overview

The project aim is to develop and

implement a methodology for

learning design composed of

tools, practice and other

innovation that both builds upon,

and contributes to, existing

academic and practitioner

research.

Facets of OULDI work

• Evidence base

• Connection

• Representation

• Collaboration

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Collaboration: Structured events for

fostering shared meaning and co-creation

Design Challenge

Blurring real & virtual

A series of workshops and events exploring mechanisms

for enabling teachers/ designers to develop and co-create

learning designs. These range from specialised ‘real’

design events augmented by virtual support activities,

communities and resources, through to more reflective

events such as the Cloudfests which support practitioner

reflection, feedback and elicitation from other researchers

in the field.

Cloudfests and Design

summits

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Page 2: Ouldi Flyer

+ Methodology

• Interviewing teachers

• Baseline mapping of

Curriculum design

• Surveys and

questionnaires

• Evaluating workshops and

conferences

• Web statistics and Google analytics

• Observation and reflective logs

• Evidence from policy documents, blogs, Twitter,

email etc

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CompendiumLD www.compendiumld.open.ac.uk CompendiumLD is a software tool for designing

learning activities using a flexible interface. It is being

developed as a tool to support lecturers, teachers

and others involved in education to help articulate

their ideas and map out a design or learning

sequence.

CompendiumLD is a

specialised form of the

concept mapping

software Compendium,

developed by the

Knowledge Media

Institute (KMi) at the OU.

Seeing curriculum differently

• Offering different views of design

• Process rather than content-focused

• Alternatives to text-based descriptions

• Recognising design at different levels – from activity to

whole course

• Visual – tables & diagrams, descriptive & metaphorical

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Learning Design: a definition

A methodology for enabling teachers/designers to make

more informed decisions in how they go about

designing, which is pedagogically informed and makes

effective use of appropriate resources and technologies

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Evidence base: Understanding the design process

Connection: Harnessing web 2.0 practices to foster debate and sharing

Representation: Tools, guidance and schema to support representation and design

Cloudworks www.cloudworks.ac.uk • Open, drawing on web

2.0 practices

• Clouds as core objects –

social, cumulative,

intelligent

• Cross-boundary, both filtering/

personalisable and serendipitous

• Dynamic and evolving through use

alongside real events as well as virtual

ones

• Focus always on sharing, finding and

discussing educational ideas and designs


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